Understanding Types of Inclusion for Students with Disabilities in Grades 7-11

 In partnership with the Utah State Board of Education (USBE), the UEPC investigated inclusionary practices for special education students in grades 7–11 from 2016 to 2023. The study explores the extent to which students participate in general and special education classrooms, categorized as core and non-core curriculum types, and how these patterns vary by placement levels, grade levels, school years, and disability categories. Additionally, the study evaluates the relationship between classroom inclusion—particularly in general education core classes—and academic outcomes using standardized test scores, while accounting for demographic and prior achievement factors. The findings show an overall close alignment between placement levels and the percentage of a student’s courses that were in general education. There was a modest upward trend in general education inclusion from 2016 to 2023, as well as a modest but significant positive correlation between inclusion in general education core classes and performance on standardized tests, including Utah Aspire Plus, ACT, and DLM.

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